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Journal articles on the topic 'Lesson planning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Angaiz, Dil, Zahra Jabeen, and Nazia Karim. "PERCEPTIONS OF EXPERIENCED AND NOVICE TEACHERS ABOUT THE IMPORTANCE OF LESSON PLANNING FOR EFFECTIVE LEARNING IN PRIVATE ELEMENTARY SCHOOLS OF GILGIT CITY." Pakistan Journal of Social Research 03, no. 03 (2021): 446–57. http://dx.doi.org/10.52567/pjsr.v3i3.268.

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This study intended to explore the perceptions of novice and experienced teachers about the importance of lesson planning for effective learning in selected private elementary schools in Gilgit city. A qualitative approach focusing on case study was used to conduct this study. The researchers collected data by using in-depth semi-structured interviews. The study revealed that novice and experienced teachers both realized the importance to lesson planning. It was revealed that lesson planning contributes to students learning. Although teachers use different formats to plan their lessons. Moreov

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Pham, Hien Thu Thi, Nguyet Minh Thi Le, Huyen Thanh Thi Doan, and Hien Thi Luong. "Examining Philology Teachers’ Lesson Planning Competencies in Vietnam." International Journal of Learning, Teaching and Educational Research 22, no. 6 (2023): 121–36. http://dx.doi.org/10.26803/ijlter.22.6.7.

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Planning lessons is an essential responsibility for any competent teacher. This study focuses on examining Vietnamese Philology teachers’ competencies in developing lesson plans. We employ a quantitative research approach by surveying 1,001 primary, lower secondary and upper secondary teachers in different provinces and cities in Vietnam. The results show that teachers spend a significant amount of time developing their lesson plans and they normally prepare their lesson plans one to two weeks before teaching in the classroom. They usually collaborate with their colleagues to develop lesson pl

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Norinboeva, Durdonakhon Janobiddin qizi G'ulomjonov Abdurasul G'ofurjon o'g'li. "THE IMPORTANCE OF LESSON PLANNING IN TEACHING FOREIGN LANGUAGE." CENTRAL ASIAN JOURNAL OF EDUCATION AND INNOVATION 2, no. 7 (2023): 112–16. https://doi.org/10.5281/zenodo.8164123.

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Effective lesson planning is a crucial element in successful teaching, especially when it comes to teaching a foreign language. Lesson planning is the process of outlining the goals, instructional strategies, and assessment methods for each lesson. It is a road map that guides teachers in delivering effective and engaging lessons that meet the needs of their students. In the context of teaching a foreign language, lesson planning plays a critical role in providing structure, ensuring clarity, maximizing learning opportunities, and promoting student engagement.

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Alghamdy, Rashed Zannan. "English Teachers’ Perceptions of the Role of Lesson Planning in Classroom Management." International Journal of Linguistics 15, no. 4 (2023): 67. http://dx.doi.org/10.5296/ijl.v15i4.21260.

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In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management

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Karki, Hemlata, Sonam Jamtsho, and Mon Bahadur Basnet. "Block Time Lesson Planning in Managing Teachers’ Workload." Journal of the International Society for Teacher Education 28, no. 1 (2024): 9–25. http://dx.doi.org/10.26522/jiste.v28i1.4411.

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The purpose of this action research was to study the potential of block time lesson planning (BTLP) as a viable alternative to detailed daily lesson planning in managing teachers’ workloads. The study delved into primary responsibilities of a teacher such as resourcing lessons, carrying out assessments and daily lesson planning as workloads. A combination of qualitative and quantitative methods was carried out with 40 teachers of Dagapela Middle Secondary School, in Dagana district of Bhutan. Quantitative data was gathered through online survey questionnaires while qualitative data was obtaine

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FaqeAbdulla, Baraat Ismael. "ANALYZING THE STRUCTURE AND EFFECTIVENESS OF LESSON PLANS FOR PRE-SERVICE ENGLISH LANGUAGE TEACHERS." International Journal of English Learning and Applied Linguistics (IJELAL) 4, no. 2 (2024): 143–62. http://dx.doi.org/10.21111/ijelal.v4i2.11633.

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Planning is required for a successful teaching-learning process. It is like a series of related activitiesthat scaffold the learner because each step depends on the one before it. Therefore, it is believed thatraising effective teachers requires developing their planning skills. The goal of this study is to assessthe effectiveness of lesson plans developed by English language student-teachers at SalahaddinUniversity's College of Education. The written lesson plans that the preservice teachers submittedwere assessed using a checklist made up of the essential elements of good lesson planning. Th

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Pratiwi, Dwiyani. "Pedagogical decisions in lesson planning and making use of the planning: Perspective of both experienced and novice teachers." Journal of Educational Management and Instruction (JEMIN) 4, no. 2 (2024): 213–24. http://dx.doi.org/10.22515/jemin.v4i2.9497.

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The differences between experienced and novice teachers can be observed in how they plan and implement lesson plans in the classroom. Understanding these strategies can aid teacher education programs in refining their curricula to better develop teachers' competencies. This research explores the perspectives and practices of both experienced and novice teachers regarding lesson planning and its actual use. A qualitative case study was conducted, involving two rounds of interviews with one experienced teacher and two novice teachers. Using qualitative data analysis techniques, the data were cat

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qizi, Mahkamova Dilshoda Shuhrat. "UNDERSTANDING THE PERCEPTION OF EFFECTIVE LESSON PLANNING." Frontline Social Sciences and History Journal 4, no. 4 (2024): 21–24. http://dx.doi.org/10.37547/social-fsshj-04-04-04.

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Education and training activities have an important role in the development of countries. Based on these activities, teachers are the key players. For this reason, quality teachers must be prepared to promote quality education and instructional activities.This article discusses the qualities of highly effective teachers and provides some useful tips based on some recent researches.

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Schmidt, Margaret. "Preservice String Teachers' Lesson-Planning Processes." Journal of Research in Music Education 53, no. 1 (2005): 6–25. http://dx.doi.org/10.1177/002242940505300102.

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This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e

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Eilam, Billie. "Probing Teachers’ Lesson Planning: Promoting Metacognition." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (2017): 1–28. http://dx.doi.org/10.1177/016146811711901309.

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Classrooms are complex systems, with dynamic interactions of different kinds among their composing varied elements. Such complex interactions lead to the system's unpredictable emergent learning behaviors. To support teachers’ lesson planning and monitoring in the complex environment of classrooms, the present article examines the core metacognitive skills of goal-directed lesson planning and monitoring and presents a novel tool for scaffolding teachers’ self-regulated instruction by increasing their awareness of goals, activities, discrepancy cues, and instructional time management. The chapt

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Barczi-Veres, Krisztina. "Planning and Delivering a Cooperative Maths Lesson." European Journal of Mathematics and Science Education 3, no. 1 (2022): 9–16. http://dx.doi.org/10.12973/ejmse.3.1.9.

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<p style="text-align: justify;">School education should not only provide students with content knowledge but also with effective skills that will be appropriate in their adult lives, such as the competence in solving problems individually or being able to work as a member of a team. Students should be active participants instead of passive listeners in their lessons. There is a wide variety of teaching methods that practicing teachers can choose from to make their lessons varied. The present article explains the outline of an experiment that was based on Spencer Kagan’s cooperative learn

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Valdez, Paolo Nino, Minie Rose Lapinid, and Von Christopher Chua. "AGENCY AT WORK: A METAPHOR ANALYSIS OF LESSON PLANNING AMONG ENGLISH LANGUAGE TEACHERS IN THE PHILIPPINES." TEFLIN Journal - A publication on the teaching and learning of English 35, no. 2 (2024): 352–69. https://doi.org/10.15639/teflinjournal.v35i2/352-369.

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Lesson planning is a core skill teachers need to develop in implementing lessons effectively in the classroom. While metaphor research has been used in a range of contexts including in teacher education, metaphors associated with lesson planning among teachers in developing regions in the world remain underrepresented. Due to the importance of lesson planning in the implementation of the curriculum, investigating metaphors of lesson planning provides helpful insights on the beliefs of teachers in classroom practice resulting in effective instruction. This investigation sought to identify the m

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Uhrmacher, P. Bruce, Bradley M. Conrad, and Christy M. Moroye. "Finding the Balance Between Process and Product through Perceptual Lesson Planning." Teachers College Record: The Voice of Scholarship in Education 115, no. 7 (2013): 1–27. http://dx.doi.org/10.1177/016146811311500702.

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Background/Context Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or subject area. This essay not only examines the lesson planning process, a neglected area of study, but also puts forward a perceptual or arts-based approach to lesson planning that has not been attended to since Elliot Eisner's essays on objectives. Pu

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Bowling, Amanda M., Kellie Claflin, Michael J. Martin, Hannah C. Parker, Rachael A. Ramsier, and Javan Owiti. "Internal Dilemmas and External Burdens: Exploring Student Teacher Lesson Planning." Journal of Agricultural Education 66, no. 2 (2025): 10. https://doi.org/10.5032/jae.v66i2.2961.

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Learning to teach is challenging as preservice teachers apply a multitude of knowledge and skills in complex situations. Preservice and student teachers struggle to effectively use metacognition and lack the ability to address numerous motivational factors in their learning. We do not know how student teachers utilize these ideas while lesson planning. This multiple case study explored student teacher lesson planning motivation, knowledge transfer, and metacognition. The themes of teacher identity development, giving permission to overcome stress and procrastination, learning to adapt lessons,

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Govender, Nadaraj, and Duduzile Zulu. "NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS." Journal of Baltic Science Education 16, no. 3 (2017): 366–78. http://dx.doi.org/10.33225/jbse/17.16.366.

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An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven N

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Byra, Mark, and Stephen C. Coulon. "The Effect of Planning on the Instructional Behaviors of Preservice Teachers." Journal of Teaching in Physical Education 13, no. 2 (1994): 123–39. http://dx.doi.org/10.1123/jtpe.13.2.123.

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The purpose of this study was to compare the instructional behaviors of a group of preservice teachers across two teaching conditions, one planned and one unplanned. Twelve physical education teacher education (PETE) majors each taught two 25-minute lessons to elementary-age learners. Lesson plans were developed for the first lesson (planned condition) but not the second (unplanned condition). All lessons were videotaped and employed in the data analyses. Three data collection instruments were used for the analysis of selected teaching behaviors: (a) the Academic Learning Time-Physical Educati

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Nasreen Bugti, Dr. Ishfaque Ali Kalhoro, and Dr. Syed Hyder Raza Shah. "Examining the Effectiveness of Lesson Plans for Teaching English Textbooks to Government Elementary Level Students." Indus Journal of Social Sciences 3, no. 2 (2025): 820–29. https://doi.org/10.59075/ijss.v3i2.1564.

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Lesson planning is a core part of the effective teaching process, as it is a structured framework that encourages students' learning, as it plays a key role in enhancing student learning outcomes. The study aims to examine the effectiveness of lesson plans developed by preservice English language teachers for teaching the English textbooks at the elementary level schools in Sanghar. The primary objectives were to identify the challenges teachers face in designing lesson plans and the difficulties they encounter in implementing lesson plans in classroom settings. Quantitative research design wa

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Linder, Sandra M. "A lesson-planning model." Teaching Children Mathematics 17, no. 4 (2010): 249–54. http://dx.doi.org/10.5951/tcm.17.4.0249.

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Black, Alison, Hazel Lawson, and Brahm Norwich. "Lesson planning for diversity." Journal of Research in Special Educational Needs 19, no. 2 (2018): 115–25. http://dx.doi.org/10.1111/1471-3802.12433.

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Estes, Linda A., Amy Roth McDuffie, and Cathie Tate. "Lesson Planning with the Common Core." Mathematics Teacher 108, no. 3 (2014): 206–11. http://dx.doi.org/10.5951/mathteacher.108.3.0206.

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Thi, Le, Nguyen Thi, Nguyen Thi, and Nguyen Mau. "Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam." European Journal of Educational Research 10, no. 4 (2021): 1755–68. http://dx.doi.org/10.12973/eu-jer.10.4.1755.

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<p style="text-align: justify;">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study mode

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Galstyan, Armenuhi. "CELTA lesson plan template as a basis for effective lesson planning." Journal of V. N. Karazin Kharkiv National University Series: Foreign Philology. Methods of Foreign Language Teaching, no. 94 (November 30, 2021): 47–52. http://dx.doi.org/10.26565/2227-8877-2021-94-07.

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Modern teachers are anxious about the question how to make foreign language lessons more effective, how to motivate students and keep their attention during the whole lesson. For continuous development of educational system in Ukraine, the instructors attend foreign language teachers’ trainings, where, for developing their own language awareness, they get acquainted with other instructors of common interests, reveal different approaches, new methods and techniques, study and discuss the implementation of those techniques in their teaching. Certainly, there are numerous institutions engaged in

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Susetyawati, MM Endang, and Kintoko Kintoko. "Analisis Deskriptif Kompetensi Pedagogis Calon Guru: Membangun Pondasi Pendidikan yang Kuat." Indo-MathEdu Intellectuals Journal 6, no. 1 (2025): 196–207. https://doi.org/10.54373/imeij.v6i1.2480.

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Effective lesson planning can guide the teaching and learning process to become more efficient, provide relevant learning experiences tailored to students' needs, and ensure the achievement of learning objectives. This study aims to analyze the ability of prospective elementary school teachers in designing lesson plans and implementing lessons in elementary schools. This research employs a descriptive qualitative approach, focusing on teacher certification program (PPG) participants who are prospective elementary school teachers. Data were collected through an analysis of lesson planning docum

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Iswati, Luluk, and Saptin Dwi Setyo Hastuti. "Increasing Teachers’ Capacity in Developing English Lesson Plans to Teachers of Aisyiyah Al Amna Playgroup in Bausasran, Yogyakarta." ABDIMAS: Jurnal Pengabdian Masyarakat 8, no. 2 (2025): 971–79. https://doi.org/10.35568/abdimas.v8i2.6463.

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Introducing English since early ages is beneficial, and it is important to equip teachers with adequate lesson planning skills so that the teaching will be effective. This community service activity aimed to enhance the lesson planning skills of Aisyiyah Al Amna Playgroup teachers in teaching English to toddlers. The activity was conducted because the teachers did not have teaching experience or know-how in teaching English, which resulted in disorganized lesson presentation. The intervention included a two-day workshop with lessons on creating lesson plans, instructional strategies, and the u

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Černivec, Manca. "Pravopisne vsebine in razvijanje pravopisne zmožnosti pri pouku slovenščine v gimnaziji." Jezik in slovstvo 69, no. 3 (2024): 29–44. http://dx.doi.org/10.4312/jis.69.3.29-44.

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The aim of this contribution is to show how orthographic content and orthographic competence are discussed and presented in the basic documents that determine the teaching of Slovene and how they provide teachers with guidelines for planning lessons. It also shows which objectives associated with the development of orthographic competence can be identified in these documents. The contribution explains why the existing documents do not provide a suitable starting point for lesson planning. The relevance and usefulness of these documents for lesson planning can best be assessed by their users –

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Gonzales, Gamaliel G., and Roselyn R. Gonzales. "Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 436–50. http://dx.doi.org/10.18844/cjes.v16i2.5619.

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The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results rev

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Moradi, Mehdi. "Teacher’s Attitudes Towards the Effects of Lesson Plan on Classroom Management: A Case Study of Sufi Sahab Zakur High School." American International Journal of Social Science Research 4, no. 2 (2019): 112–20. http://dx.doi.org/10.46281/aijssr.v4i2.373.

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The present study has been conducted to investigate the teacher’s attitudes towards the effects of lesson plan. Furthermore, the second goal of the study is to investigate the effects of lesson plan on classroom management. Similarly, the questionnaire had two parts the first part had 6 items and the second part had 6 items too and applied randomly. Besides, the data analyzing was performed in SPSS (version, 21) and bring out the mean and standard division. Finally, the findings reveled the importance and role of lesson planning on classroom management numbered as follow: (1) Planning is the m

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Sharma, Bam Dev. "Lesson Planning for Language Teaching." NELTA Bagmati Journal 3, no. 1 (2022): 85–97. http://dx.doi.org/10.3126/nbj.v3i1.53420.

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It is universally accepted that effective teaching is the outcome of an effective lesson plan. It is the signpost of teaching learning activities. Lesson plan becomes a blueprint as it consists of content, methodology, objectives, and process through which measurable and achievable objectives can be obtained. Lesson plan, as a means of technique of teaching, cannot only support teachers; it also provides good feedback and systematic growth in the process of teaching and learning. This article highlights a lesson plan as an instrumental objective of teaching; both innovative and worthwhile for

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Tran, Dung, An Thi Tan Nguyen, Duyen Thi Nguyen, Phuong Thi Minh Ta, Nga Thi Pham, and Binh Tri Huynh. "Changes in Lesson Plans as Teachers Participate in a Professional Development on Statistical Literacy." International Journal of Learning, Teaching and Educational Research 22, no. 5 (2023): 281–301. http://dx.doi.org/10.26803/ijlter.22.5.14.

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Research on mathematics teacher knowledge has gained momentum recently; however, research on teacher planning is scarce, especially using lesson plans as the primary data source. This study examines how teachers' lesson plans change as they participate in a professional development, supporting them in implementing the Vietnamese reformed Curriculum 2018. Using a design-based research methodology, we developed a research-informed framework that assesses teachers' lesson plans for developing students' statistical literacy as emphasized in the mathematics Curriculum. Informed by research literatu

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Musdalifah. "Teachers’ Perceptions and the Effectiveness of Syllabus Use and Lesson Plan Implementation Through Collaborative Planning." ETDC: Indonesian Journal of Research and Educational Review 4, no. 3 (2023): 686–95. https://doi.org/10.51574/ijrer.v4i3.3140.

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The syllabus and lesson plan play significant roles in the success of a teacher's instruction. The regulation of the Indonesian government has required teachers to design lessons in the form of a syllabus and lesson plan. Madania School, particularly in the Lower Secondary Department, has supported teachers by organizing lesson plan meetings to help them apply the government program. The aims of this study were to find out how the lower secondary teachers in Madania School Makassar perceive a curriculum, which is a syllabus and lesson plan; how the syllabus is effectively used in a lesson plan

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Salingkat, Suhartini. "Evaluation of Certified Teachers’ Perfomance at SMPN 6 Luwuk Banggai Regency, Indonesia." International Journal of Education and Literacy Studies 5, no. 4 (2017): 24. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.24.

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This study investigated certified teachers’ performance at SMPN 6 Luwuk of Banggai Regency, with a focus on the teachers’ performance in planning the lesson, implementing the lesson, and conducting the lesson evaluation. It lasted for nine months, from March to December 2011. Qualitative method was used. More specifically, the evaluation research method was followed which involves collecting, analyzing, and interpreting data for decision making. The evaluation system used in this study was based on the quality of the certified teachers’ performances. The real condition in the field is that man

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Jose, Jayaron. "Bottom-up Processing to Help Learners with Decoding: Planning, Implementing, and Reflecting on a Lesson." Arab World English Journal 14, no. 1 (2023): 280–99. http://dx.doi.org/10.24093/awej/vol14no1.18.

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The researcher carried out the action research to experiment and experience the effectiveness of applying the theoretical aspects of bottom-up processing to help learners with decoding in listening lessons. The experimental lesson included six adult intermediate students (n = 6) from different backgrounds at an English language teaching professional development training undertaken at International House, Bangkok, Thailand in July 2021. The researcher planned the lessons after the literature review on bottom-up processing and surveying students’ needs and interests. The pre-lesson preparation i

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Schweitzer, Friedrich. "Religionsunterricht planen: Zum Verhältnis zwischen Kompetenzen und Lernzielen." Zeitschrift für Pädagogik und Theologie 70, no. 4 (2018): 360–71. http://dx.doi.org/10.1515/zpt-2018-0053.

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AbstractThis article discusses the task of lesson planning in RE in relationship to the recent approach of competence-oriented RE and the traditional concept of learning aims. First, the author describes a number of related difficulties experienced in teacher training concerning competence-oriented lesson planning as the background which motivates the discussion in this article. Second, the author points out the different origins of the current understanding of competences which goes back to research programs like PISA, on the one hand and of learning aims in the actual planning of lessons on

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Vasiljuk, Dina, Alexandra Budke, Veit Maier, and Uwe Krause. "Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teachers." Education Sciences 12, no. 12 (2022): 861. http://dx.doi.org/10.3390/educsci12120861.

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This exploratory qualitative study reports student teachers’ knowledge of multiperspectivity as well as how student teachers consider multiperspectivity in lesson planning. The study was embedded in a project in which German and Dutch student teachers dealt with multiperspectivity for one semester. Based on the theoretical literature and the empirical results, we identified a set of criteria for multiperspectivity in geography lessons. These criteria were then applied to analyse the student teachers’ lesson plans and teaching materials as well as the student teachers’ answers in the qualitativ

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Strickroth, Sven. "PLATON: Developing a Graphical Lesson Planning System for Prospective Teachers." Education Sciences 9, no. 4 (2019): 254. http://dx.doi.org/10.3390/educsci9040254.

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Lesson planning is both an important and demanding task—especially as part of teacher training. This paper presents the requirements for a lesson planning system and evaluates existing systems regarding these requirements. One major drawback of existing software tools is that most are limited to a text- or form-based representation of the lesson designs. In this article, a new approach with a graphical, time-based representation with (automatic) analyses methods is proposed and the system architecture and domain model are described in detail. The approach is implemented in an interactive, web-

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Killen, Roy. "Preservice music teachers: influences on lesson planning." British Journal of Music Education 13, no. 1 (1996): 31–47. http://dx.doi.org/10.1017/s026505170000293x.

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This article explores the influences on preservice teachers' planning decisions in a study conducted during Semester I, 1994 at an Australian University. A group of second year Bachelor of Education (Music) students and Diploma in Education (Music) students were placed in a local school under the supervision of their university specialist methods lecturer and were required to teach a specified lesson to a junior secondary class on three occasions. Before teaching these lessons, every preservice teacher was interviewed and asked to justify each of their planning decisions. Responses for the pla

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Chrouser, Daniel R. "Variable Sequence Lesson Planning—New Flexibility in Lesson Preparation." Journal of Physical Education, Recreation & Dance 61, no. 5 (1990): 31–34. http://dx.doi.org/10.1080/07303084.1990.10604506.

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Abdulayeva, A. "THE ROLE OF LESSON PLANNING AND DESIGN IN THE LEARNING PROCESS." Bulletin of Dulaty University 14, no. 2 (2024): 67–74. http://dx.doi.org/10.55956/xhpi2655.

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This paper conducts an analysis of e-library publications focusing on the keyword "lesson planning". Through a comprehensive review of relevant literature, the study identifies key advantages associated with lesson planning and underscores its pivotal role in enhancing the quality of the educational process. The findings not only shed light on the overall impact of lesson planning but also provide valuable insights into the nuances that contribute to its effectiveness. Furthermore, the paper offers practical strategies tailored for future educators to optimize their lesson planning endeavors.

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Capel, Susan, Sophy Bassett, Julia Lawrence, Angela Newton, and Paula Zwozdiak-Myers. "How trainee physical education teachers in England write, use and evaluate lesson plans." European Physical Education Review 25, no. 4 (2018): 964–82. http://dx.doi.org/10.1177/1356336x18785053.

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Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees i

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Boshkoff, Ruth. "Lesson Planning the Kodály Way." Music Educators Journal 78, no. 2 (1991): 30–34. http://dx.doi.org/10.2307/3398257.

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Pang, May. "Companion guides for lesson planning: a planning template and the lesson plan pro forma." ELT Journal 70, no. 4 (2016): 444–54. http://dx.doi.org/10.1093/elt/ccw053.

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Ubaque-Casallas, Diego F., and Edgar Aguirre-Garzón. "Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers." Profile: Issues in Teachers´ Professional Development 22, no. 2 (2020): 131–44. http://dx.doi.org/10.15446/profile.v22n2.80687.

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This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-s

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Hordienko, Tetyana, Larysa Dubrovska, and Valery Dubrovsky. "Forms and methods of inclusive work in mathematics lessons in primary school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.

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The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; te

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Mapulanga, Thumah, Yaw Ameyaw, Gilbert Nshogoza, and Elton Sinyangwe. "IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES." Journal of Baltic Science Education 22, no. 1 (2023): 20–36. http://dx.doi.org/10.33225/jbse/23.22.20.

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Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, c

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Aljohani, Othman, and Zulfiqar Ahmad. "Lesson Planning in EFL: Raising Learners’ Awareness of the Use of English Imperatives." European Journal of Language and Culture Studies 4, no. 1 (2025): 1–10. https://doi.org/10.24018/ejlang.2025.4.1.142.

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Research studies report the existence of strong positive correlation between lesson planning and teaching effectiveness. However, despite being an essential feature of teaching in EFL settings, lesson planning has been a sparsely researched topic. The present study attempts to present an overview of the related literature on the topic to design a sample lesson on English imperatives. The study unfolds different facets of lesson planning, and tries to incorporate them in the proposed lesson plan. It is anticipated that the study will be helpful to EFL teachers, especially the novice in developi

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Арпентьева, Мариям, and Marijam Arpentieva. "Planning in psycho-pedagogical design." Ergodesign 2019, no. 1 (2019): 31–41. http://dx.doi.org/10.30987/article_5c518d8d7947f3.63859366.

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The article deals with the issues of design in psychological and pedagogical planning. It is noted that the design methodology is based on a systematic approach to the study and modeling of compound multi-component, complex objects. The article is devoted to the problems of psychological and pedagogical planning, including the planning of educational lesson. The main aspects of pedagogical planning are considered: psychological and pedagogical sense, the place of planning in the structure of psychological analysis of educational lesson (lesson).

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Rudenko, N. "INTERACTIVE TECHNOLOGIES IN TEACHING MATHEMATICS IN PRIMARY SCHOOL: FROM PLANNING TO RESULTS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 32 (2019): 22–28. http://dx.doi.org/10.28925/2311-2409.2019.32.3.

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The article states the author's definition of the concept interactive technologies at mathematics lessons. They are defined as the set and the certain sequence of pedagogical methods that are aimed at the realization of a didactic objective, the activation of the participants’ subject-subject interaction in the educational process, which affects the quality of mathematics preparation and enhances pupil’ thinking skills. The structure of interactive mathematics lesson at primary school is determined: motivation activity; announcement, presentation of the topic and learning outcomes; providing t

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Ahabwe, Monica. "Lesson Planning within the Uganda Lower Secondary Curriculum: Practices, Enablers and Challenges." East African Journal of Education Studies 8, no. 2 (2025): 562–78. https://doi.org/10.37284/eajes.8.2.3072.

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In response to dissatisfaction with an overloaded, exam-oriented curriculum that did not meet 21st-century needs, Uganda undertook a curriculum review, leading to the development of a Competence-Based Curriculum at the lower secondary school level. The Lower Secondary Curriculum (LSC), which was launched in February 2020, aims to facilitate the process of producing competent graduates for the 21st-century world of work. The implementation of the LSC, therefore, emphasizes lesson planning as a deliberate strategy to ensure that teachers intentionally contribute to the achievement of learner-exp

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Jose, Jayaron. "Dictogloss for English Language Teaching: An Experimental Lesson and Reflections." International Journal of Linguistics 14, no. 1 (2022): 73. http://dx.doi.org/10.5296/ijl.v14i1.19605.

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While ELT emphasizes on well-known teaching approaches such as PPP (Presentation, Production and Practice) or Test-Teach-Test (TTT) for planning and implementing lessons, most EFL professionals rarely experiment with approaches such as Dictogloss, Silent Way, TBLT (Task Based Language Teaching), and so on. While an eclectic approach to teaching English can help achieve lesson aims better, deeper insights into specific approaches can sharpen teachers’ professional edge. Dictogloss, therefore, is one of such approaches that integrates all skills in planning and delivering ELT lessons. The resear

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Hurd, Jacqueline, and Lori Licciardo Musso. "Lesson Study: Teacher-Led Professional Development in Literacy Instruction." Language Arts 82, no. 5 (2005): 388–95. http://dx.doi.org/10.58680/la20054415.

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Lesson study is a form of professional development long favored by teachers in Japan that has recently gained attention in many parts of the United States. Teachers participating in lesson study immerse themselves in a cycle of instructional improvement focused on planning, observing, and revising “research lessons.”; These research lessons are actual classroom lessons that provide opportunities for teachers to implement their ideas about effective teaching as they learn to carefully record student learning in order to evaluate the research lessons, the students, and their own understandings a

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